Fostering self-regulation and engaged exploration during the learner-content interaction process: the role of scaffolding in the online inquiry-based learning environment

Abstract

Purpose This study aims to present a scaffolding framework incorporating sophisticated technology that can inform instructional design to support student inquiry learning in the self-regulated online environment. Design/methodology/approach The classic predict, observe and explain (POE) framework has been extended through the incorporation of an additional evaluate (E) phase into the model to enhance the self-regulated online learning environment. The extended POEE scaffolding approach, in this study, has been conceptualized as an implicit guide to support the process of guided inquiry for learning particular science concepts. Digital tools were sourced and integrated into this design framework to substitute for the support typically offered by teachers and peers in classrooms. Findings The findings suggest that the POEE pedagogical design facilitated the inquiry process through promoting self-regulation and engaged exploration. It also promoted positive emotions in students towards the scaffolded learning modules. Originality/value Integrating technologies that benefit students differentially in educational settings remains a considerable challenge. More specifically, in science education, an appropriate inquiry learning context that allows access to well informed pedagogical design is imperative. The application of this inquiry-based scaffolding framework can inform educators in the process of creating their own instructional designs and contexts to provide more effective guided learning.

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